Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators

Autor/inn/en	Sinclair, Anne C.; Bray, Laura E.; Wei, Yan; Clancy, Erin E.; Wexler, Jade; Kearns, Devin M.; Lemons, Christopher J.
Titel	Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators
Quelle	In: NASSP Bulletin, 102 (2018) 4, S.303-322 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636518812701
Schlagwörter	Team Teaching; Regular and Special Education Relationship; Disabilities; Secondary School Teachers; Special Education Teachers; Secondary School Students; Administrator Role; Teacher Attitudes; Participative Decision Making; Expertise; Cooperative Planning; Faculty Development + Suchen Sie Ihr Suchwort? Teamteaching; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Lehrerverhalten; Expert appraisal
Abstract	Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers' perceptions of coteaching found that teachers often viewed their schools' leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachers' perceptions of how their schools' leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01